In many English-speaking countries, teachers are encouraged to
differentiate their classrooms, and in some cases, through various
policy mechanisms. This encouragement is often accompanied by
threats and sanctions for not making the grade. By exploring the
ways in which one education system in Australia has mandated
differentiation through an audit of teacher practices, this book
provides a timely engagement with the relationship between
differentiated classrooms and social justice. It covers tensions,
for instance, between providing culturally-appropriate classrooms,
including constructing engaging and relevant curricula, and
lowering expectations for students who have traditionally been
marginalised by schooling. The data for this book has been
collected from the same group of teachers over a period of three
years, and offers detailed insights into how a particular politics
of differentiation has played itself out in the context of a
'global reform movement' that has focused on improving student
outcomes.
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